KS2-KS3 Transition
The support team aims to assist pupils with all aspects of their learning and development. We appreciate that not all successes are academic and we strive to ensure that nurture is coupled with independence and support to develop strategies to equip our learners to manage the demands associated with aspiration and with reaching their personal goals.
Our vision is to provide pupils with the tools to be able to access an excellent all-round education. We strive to build self-esteem, confidence, social skills and interaction techniques to help our pupils to mature into confident and independent citizens with high aspirations and self-belief.
SEN Base
We are proud to have a designated learning space. This quiet space is used during lesson time for small intervention group teaching, one to one sessions and for some private study where appropriate. After school the pupils are welcome to complete Independent Learning Task (ITL) (formerly known as homework). or revision as part of a scheduled staff led session or independently if preferred.
During social times the area provides a structured and safe environment for pupils who may struggle with busy areas of the school to socialise, to play board games, complete ITL or read – in some circumstances we limit the use during social times to ITL only.
Quality First Teaching and Graduated Response
High quality inclusive teaching of all pupils in a class (quality first teaching) is at the heart of our vision for the learning experience that pupils deserve and should expect.
The support team aims to enable pupils to access this expertise from subject teachers so will always aim to facilitate access to the timetabled curriculum lessons. In monitoring the levels of support for every pupil we use a graduated tier approach and response with all support being recognised in one of three tiers:
- Tier One includes all blanket measures available to all pupils and is generally provided by the systems in place in school and the quality first teaching including differentiated learning strategies as appropriate.
- Tier Two is subject or resource support – provided to groups of pupils where the need arises.
- Tier Three – Specific and bespoke support for individual pupils targeted to remove specific barriers of learning for identified individuals is considered as Tier Three.
The graduated response is continuously assessed and modified as appropriate and in some cases specialist services are employed to enhance the support packages available. As a team we work with pupils and their parents and carers to ensure that the most appropriate services are utilised throughout the complete duration of our involvement with the pupils’ education. We consider this to begin as soon as a place has been offered so as part of our transition package we meet with key staff at feeder schools to gather information about needs and strategies – so that as much support can already be in place for the pupil during the transition period and upon entry to school. We then continue to co-ordinate the assessments, the implementation of interventions and the reviews of the impact of the services. This approach enables us to have as much support as possible to be in place for the pupil during the transition period and upon entry to school. We then continue to co-ordinate the assessments, the implementation of interventions and the reviews of the impact to ensure an effective service.
FAQs
My child has SEND. Who can I speak to regarding their additional needs?
You can contact our SENDCO, Mrs Diane Griffiths or Assistant SENDCO, Mrs Julie Walker via school reception, or by e-mail at dgriffiths@longfield.nalp.org.uk or jwalker@longfield.nalp.org.uk.
My child was under CAMHS and received outside agency support in Primary. Will this continue?
Yes. All information will transfer with your child. Please also contact school to discuss this with the transition coordinator or the SEN team prior to September to see how we can further support your family. We have an Emotional Wellbeing Officer in school who works with our pupils and liaises with CAMHS regularly to ensure that we support their work as best we can in school.
My child has T1 Diabetes and needs to eat at a certain time. Can this be arranged?
Yes. We can arrange for your child to have a ‘queue jumper’ pass to ensure they get lunch at the required time. Mrs Julie Walker (Assistant SENCO) will be happy to talk through your concerns about managing your child’s diabetes in the school environment.
My child is on the SEN register – will they automatically be on the SEN register at Longfield?
Yes – we work very closely with the primary schools and Mrs Griffiths (SENDCO) and Mrs Walker (Assistant SENDCO) will meet with staff that were involved with any child that is already on the SEN register. We will find out as much as possible form them about the needs and the strategies that have been in place to help. We will then automatically leave pupils on the SEN register and monitor them closely – you will be informed if we feel that they no longer need to be given extra support. We have opportunities throughout the year to meet and discuss the provisions and support – but as always and for any concerns please do not hesitate to contact us.
My child requires support academically. How will you provide this?
We aim to meet the academic needs of all pupils through quality first teaching, where lessons are expected to be delivered to a suitable standard to support and challenge pupils appropriately. Each individual pupil has different needs, and these would be looked at carefully. Through discussions with the pupil, parents / carers and the primary schools, we would ensure that their needs are known to relevant staff. The strategies used in primary school would be shared with us and where appropriate and possible continued or modified for a mainstream secondary setting. If further needs arise or more support is needed, then we would try further validated strategies and ultimately seek further advice from outside agencies such as the Educational Psychologists.
Does every class have a teaching assistant?
We have three teaching assistants in school to support pupils based on timetables and individual needs. We also have a large and active welfare team who monitor the pupils and offer a range of therapeutic interventions and support packages as required. We aim to meet academic needs through quality first teaching in the classroom, and our welfare team aims to target the intervention and support to ensure that pupils have the necessary skills and are ‘ready to learn’ holistically across all areas of the curriculum. We also have staff that may on occasion support pupils with class work in lessons or in small group sessions.
